1. It’s all about reading!!!

2. StevenLucasJames  Doesn’t read much.  Lacks self-confidence.  Going into 5 th grade reading at a 3 rd grade level. Doesn’t read a lot, but likes to look at books. Has lots of confidence, but has a hard time staying focused. Going into 5 th grade reading at a low 4 th grade level.  Has little interest in reading.  Very few reading skills.  Is going into 11 th grade reading at a 2 nd grade level.

3. Reading Assessments Lucas and Steven were given an abbreviated pre and post test using the Wilson Assessment of Decoding and Encoding and was also given a Miscue Analysis at the end of the tutoring session. James only had the pre-test of Wilson because of his irregular attendance. Instructional Activities All tutoring lessons began with instruction using the Wilson Reading System. Lessons consisted of ten steps that utilize multi-sensory instruction. These lessons covered sounds, syllables, sight words, vocabulary, oral expressive language development and comprehension, spelling and writing. Along with the Wilson instruction, students also made vocabulary webs using vocabulary from the books that they were reading, did a building words activity using letters from a mystery word and explored different reading web sites. Students also utilized reading/spelling games such as Scrabble. Guided reading instruction and buddy reading were also implemented during these sessions.

4. WADE- Sounds Steven Morrison WADE- Reading Steven made significant gains in decoding. He also made gains in sight word recognition. He has shown greater confidence in his reading. He is using several different techniques to improve his comprehension such as scooping, summarizing using sticky notes and having his grandparents quiz him on what he is reading.

5. WADE- Reading Lucas Morton Lucas made gains in all areas except for sight words. He already has a good grasp on memorizing words. He needs to work on decoding and other reading strategies. He tends to skip or substitute words when he doesn’t know them. This effects his comprehension a great deal. He also tends to lose his place and is easily distracted. Using his finger or a book mark seems to help him stay focused. Having someone listen as he reads will help him to re-read when he has made miscues that change the meaning of the sentence.

6. WADE- Reading James was not available to have a post-test. Because he attended so irregularly, his pre-test scores most likely reflect what his post-test scores would be. Even though James is in the 10 th grade going into the 11 th grade, he does not have a mastery of sight words or many reading strategies. He does try to sound out words, but he doesn’t know all of his sounds, so that doesn’t help much. James needs one- on-one or small group intensive instruction. However, much of his problem now is his attitude towards reading.

7. Have someone read to them and listen to them as they read. Work on decoding and other reading strategies. Some things they can use to accomplish this are: The use of different reading web-sites. Programs for the computer. Reading games. READ! READ! READ! Something every day!!!!!!